Inservice training or professional development: contrasting opportunities in a school/university partnership |
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| Institution: | 1. School of Pharmacy, Virginia Commonwealth University, Richmond, Virginia;2. School of Medicine, Virginia Commonwealth University, Richmond, Virginia;3. School of Allied Health Professions, Virginia Commonwealth University, Richmond, Virginia;4. School of Dentistry, Virginia Commonwealth University, Richmond, Virginia;1. School of Pharmacy, University of California, San Francisco, San Francisco, California;2. College of Pharmacy - Glendale, Midwestern University, Glendale, Arizona;3. Harrison School of Pharmacy, Auburn University, Auburn, Alabama;4. School of Pharmacy, University of Wisconsin-Madison, Madison, Wisconsin;5. College of Pharmacy, Purdue University, Indianapolis, Indiana |
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| Abstract: | School/university partnerships often expand teachers’ professional development options beyond the traditional inservice model. This research explored the range of professional development opportunities for teachers in four secondary schools affiliated with the same school/university partnership. All teachers at the partner schools were administered surveys, and 24 teachers—six from each site—were selected for in-depth interviews, structured tasks, and informal observation. Using adult workplace learning as a framework, the author examines the types of opportunities teachers find most valuable, identifies conditions needed for meaningful professional development activities, and discusses implications for practice. |
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